2017 ADVANCED COURSE OF STUDY SCHOOL

Transcription

1 2017 ADVANCED COURSE OF STUDY SCHOOL "ʺUnited Methodist History (3 credit hours) Summer School Session, Week 1: July 10-14, :30am- 11:00am and 1:00pm- 5:30pm Instructor: Rev. Dr. Philip Ott Phone: (912) Course Description The intent of this course is to acquaint the student with the historical roots of Methodism through an intensive study of critical texts, theologies and practices integral to the development of United Methodism. The course will move from an introduction to the life and thought of John Wesley and the origins of Methodism in England to an examination of the evolution of United Methodism in America. Readings This course is so designed as to rely heavily on the student s willingness to wrestle with assigned readings. Students are expected to read carefully and to come to class prepared to participate in a discussion on the assigned readings, both the primary and secondary materials. Required Textbooks Heitzenrater, Richard P. Wesley and the People Called Methodists. Nashville: Abingdon Press, ISBN: Richey, Russell E., et al. The Methodist Experience in America II: A Sourcebook. Nashville: Abingdon Press, ISBN: (NOTE: Selected documents are indicated in the Course Outline below) McEllhenney, John G. United Methodism in America: A Compact History. Nashville: Abingdon Press, ISBN: (NOTE: This text should be reviewed prior to Wednesday s session) Outler, Albert C. and Richard P. Heitzenrater. John Wesley s Sermons: An Anthology. Nashville: Abingdon Press, ISBN: (NOTE: Selected sermons are indicated in the Pre- Class Assignments)

2 Pre- Class Assignments: Readings (the assigned sermons will be discussed in the opening class session during our consideration of the Rise of Methodism in England) o o Heitzenrater, Richard P. Wesley and the People Called Methodists. Outler, Albert C. and Richard P. Heitzenrater. John Wesley s Sermons: An Anthology. Read the following and be prepared to discuss these sermons in relation to their context (what are the issues and how does Wesley address them?): - The Circumcision of the Heart (1733) - The Means of Grace (1746) - Salvation by Faith (1738) - The Witness of the Spirit, I (1746) - Free Grace (1739) - Catholic Spirit (1750) - Christian Perfection (1741) - The Scripture Way of Salvation (1765) - Scriptural Christianity (1744) - The Lord our Righteousness (1765) - Justification by Faith (1746) - The Repentance of Believers (1767) Pre- Class Assignments: Written Assignment (this assignment is due at the beginning of class on Monday, July 10 and will be returned to you on July 12) Write a critical response (5-6 pages) on one of the following: OPTION A: In the text, United Methodism in America: A Compact History, Frederick Maser begins Part I with the following summation: The first attempt at bringing something like Methodism to America, the mission of John and Charles Wesley to the Native Americans of Georgia, was a comparative failure. The brothers left England for James Oglethorpe s Georgia colony in 1735 John as a pastor to the colonists and missionary to the Indians, Charles as the governor s secretary. Back home less than two years later, they were not sure they had preacher the gospel efficaciously; they were not even certain of their own faith in Christ (19). After reading chapter 2 in Heitzenrater ( The Rise of Methodism ) and in particular his discussion of the efforts of John and Charles in Georgia, what is your assessment of this summary statement? Do you view the period in Georgia as an interruption, a comparative failure, or a phase in the evolution of Methodism? Please explain. OPTION B: John Wesley acknowledged at one point that he came within a hair s breadth of Calvinism. Wesley shared themes common to Calvin and the Reformers; at the same time he chartered a different course leading ultimately to the division between John Wesley and his younger colleague from the Oxford Movemet, George Whitfield. In an essay, (1) consider at least two themes common to Wesley and the Reformers (i.e., Luther and Calvin), and (@) examine/explain wherein Wesley distinguished himself from the Reformers, and in time, from Whitfield. Your discussion must draw upon John Wesley s Sermons (i.e., sermons assigned for this course) as well as Heitzernrater s Wesley and the People Called Methodists.

3 Final Written Assignment: Thematic Paper (This assignment is due at the beginning of class on Friday, July 14. The student should be prepared to briefly present and discuss the paper during the final session.) Each student will write an 8-10 page paper on a theme or trend critical in the development of United Methodism in America (if you have a question regarding a topic, or if it would be helpful to discuss a chosen topic, please feel free to conact me even before the class begins via ). The paper should draw upon assigned readings for the course. It is imperative that the student deal substantially with primary sources relevant to the theme. The most accessible source for primary materials is The Methodist Experience in America: A Sourcebook. In the index you will find primary sources listed under specific topics. The student should feel free to work with additional primary and secondary sources. You must present documentary support for the theme you choose to examine/ explore. How Your Final Course Grade Is Determined 35% Pre- Class Assignments 25% Class Participation 40% Thematic Paper COS Grading Scale A B C D A B C D A B C F 0-64 Brief Outline of the Course TOPICS RESOURCES Monday, July 10 Methodism and the Christian Heritage in England Heitzenrater, chap 1 The Rise of Methodism ( ) Heitzenrater, chap 2 Monday, July 10 The Revival Begins ( ) Heitzenrater, chap 3 Consolidation of the Movement ( ) Heitzenrater, chap 4 Tuesday, July 11 The Maturing of Methodism ( ) Heitzenrater, chap 5 Tensions and Transitions ( ) Heitzenrater, chap 6 Tuesday, July 11 Methodism after Wesley Heitzenrater, Epilogue *** NOTE: The selected sermons from John Wesley s Sermons *** will be discussed throughout the first two days of class.

4 Wednesday, July 12 Beginnings in America to 1784 Review McEllhenny, chap 1&2 Lay Beginnings Wesley s Missionaries Richey, docs 1768, 1769, 1771 Methodism and the American Revolution Richey, docs 1775b, 1779, 1780a&b, The Christmas Conference Richey, docs 1784a&b Wednesday. July 12 Growth and Development ( ) Review McEllhenny, chap 3&4 The Church of the United Brethren Richey, docs 1760, 1785b The Evangelical Association Richey, doc 1791b Shape of the Church and Its Ministry Richey, doc 1785a & 2 additional documents from 1785c-1789b Westward Expansion to Mississippi Richey, docs 1792a&b, 1798 The Second Great Awakening - Richey, docs 1800a, 1803, 1810b, Camp Meeting and Revivalism 1822, 1829 African American Concerns/Issues Richey, docs 1810a, 1816, 1821a, 1827a, 1832a&b, 1833 Location vs Itinerate Ministry Richey, docs, 1838, 1841a The Vocal Presence of Women Richey, docs, (sel 3)1830a, 1841b, 1842c, 1843, 1859b The Voice of the Laity Richey, docs 1827b, 1828, 1864a Thursday, July 13 Slavery, Division and Civil War ( ) Review McEllhenny, chap 5 Slavery and Abolitionists Richey, docs 1834, 1836, 1842b The General Conference of 1844 Richey, docs 1844a,b&c The Methodist Episcopal Church South Richey, docs 1856, 1859a The Civil War and the Future of the Church, Richey, docs 1864b,c,e, 1865a,b&c North and South Challenges for MEC & MEC South ( ) Review McEllhenny, chap 6 Does Race Matter? Issues before MEC Richey, docs 1867a, 1870c, 1876b, and MEC South 1880d Conversation between MEC and MEC South Richey, docs 1876d, 1881b Women s Issues: Continuing Concerns Richey, docs 1880a,b&c, 1883b, 1890 Lay Participation Theological and Structural Controversies Richey, docs 1867b, 1868, 1904 Holiness Movement The Rise of Liberal Theology Home Missions and Global Outreach Richey, docs 1867c, 1869a, 1870b, 1885, 1886, Social Concerns Richey, docs (sel 4) 1881a, 1891, 1893b, 1894, , 1908

5 Friday, July 14 Methodism in a New Century ( ) Review McEllhenny, chap 7 Addressing Social Concerns Piety and Prohibition Richey, docs 1916 The Social Gospel Movement Richey, docs 1919a, 1926 Theological Alliances Debated Modest Gain for Women Richey, docs 1910, 1920, 1924b African American Community in the Richey, docs (sel 4) 1912a, 1918a Period of Division 1921, 1922, 1932a, 1934b Road to Union Richey, docs 1936a&b War and Social Ferment ( ) Review McEllhenny, chap 8 Churches Unite, but Issues Remain Richey, docs 1947a, 1951, 1952 War and Its Aftermath Richey, docs 1943, 1950, 1953 New Reformation Theology Richey, docs 1933 Civil Rights Richey, docs 1954, 1955, 1963a Friday, July 14 Merger and Reappraisal ( ) Review McEllhenny, chap 9 Union and Growing Pains Richey, docs 1968a&b Caucuses Emerge Richey, docs (sel 2) 1970, 1972d, 1985, 1988a Holding Fast/Pressing On (1984 to Present) Review McEllhenny, chap 10 Theological and Liturgical Renewal Richey, docs 1972c, 1986a&b Social Issues in the 90s Richey, docs (sel 4 from ) The Changing Faces of UMC Bishops Take the Lead Pastoral Letter, 2010 Guidelines for Written Assignments All papers should be typed, double- spaced, and on 8.5x11 paper. The font should be Times New Roman, 12 point. Margins should be 1 on all sides. All papers must include a page number and the student s last name in the header or footer. Note the question you are answering at the beginning of each new section or page. All papers must be properly cited. Use MLA formatting. This is the best website for learning more about MLA format: Inclusive Language Covenant The faculty of Emory Course of Study School has adopted a covenant statement encouraging inclusiveness in the use of language, as follows: The Inclusive Language Covenant is designed to create a linguistic environment in which all students, staff, and faculty can grow in understanding and appreciating the rich diversity of God s people. The COS faculty commits itself through continued discussion, reflection, and exploration to using language in such a way that we respond to the fullness of God s presence among us as much by our choice of words as by our care for one another. Recognizing that our experience with inclusive language is an

6 integral part of theological formation, we invite students and others to share as partners with us in this learning process. We understand covenant more in terms of its biblical and theological meaning than in a legal or contractual context. Covenant signifies the common commitment of a community of faith in response to God s revelation and in participation with one another. The values implied in the covenant have morally persuaded us to try to generate patterns of speech and behavior that bond the members of the community in mutual respect. We expect all members of the community to address issues of diversity constructively. The entire Inclusive Language Covenant can be found on the COS website, and you are encouraged to read the whole covenant. Plagiarism Policy The Plagiarism Policy and Plagiarism Defined paragraphs below (in red) must be included on a cover sheet turned in with your pre- class work to the instructor, not within your pre- class work. This verifies that you agree to it and your cover sheet will represent your signature (which is a requirement). If the cover sheet does not include the plagiarism policy and definition it will not be accepted. Plagiarism Policy - I have read the plagiarism definition below and verify that this assignment represents my own work, except where credit is given. Plagiarism Defined: You plagiarize when, intentionally or not, you use someone else s words or ideas but fail to credit that person, leading your readers to think that those words are yours. In all fields, you plagiarize when you use a source s words or ideas without citing that source. In most fields, you plagiarize even when you do credit the source but use its exact words without using quotation marks or block indentation ( ). Booth, Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams. The Craft of Research, Second Edition. Chicago, IL: University of Chicago Press, 2003.